What are the responsibilities and job description for the Preschool Special Education Teacher position at Woodland School District 404?
Woodland Public Schools - Preschool Special Education Teacher
We appreciate your interest in employment with Woodland Public Schools. All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.
All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings.
Position Title: Special Education Teacher
Posting #: 3482
Location: Columbia Elementary School
Days/Hrs: 1.0 FTE, 7 hours per day 189 days per year (180 school days, 3 state funded PD days and 6 district funded days)
Start Date: 2025/26 School year
Pay Schedule: Link to 24-25 Schedule (25-26 schedule will be cost of living 2.5% increase)
Benefits: Position is eligible for medical, dental, vision, life, AD&D and LTD through the School Employee Benefits Board (SEBB) effective 9/1/25 and retirement through the WA State Department of Retirement Systems (DRS).
Job Summary: To teach and educate students according to their educational needs and abilities. Plan, prepare and deliver the lesson. Assess, record and report on the development, progress, and behavior of students. Communicate, consult, and cooperate with other members of the school staff. The work assists the superintendent toward the accomplishment of the mission of the Woodland Public Schools of preparing students for career, life, and college so that they can become a responsible and compassionate citizen. Work is performed under the direction of the principal.
Qualifications:
Essential Duties and Responsibilities
Establish Strong School and Classroom Culture:
Collaborate with Colleagues:
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. The employee is directly responsible for the safety, well-being, or work output of other people.
Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
Work Environment:
The noise level in the work environment is moderate to loud.
Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time.
We appreciate your interest in employment with Woodland Public Schools. All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.
All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings.
Position Title: Special Education Teacher
Posting #: 3482
Location: Columbia Elementary School
Days/Hrs: 1.0 FTE, 7 hours per day 189 days per year (180 school days, 3 state funded PD days and 6 district funded days)
Start Date: 2025/26 School year
Pay Schedule: Link to 24-25 Schedule (25-26 schedule will be cost of living 2.5% increase)
Benefits: Position is eligible for medical, dental, vision, life, AD&D and LTD through the School Employee Benefits Board (SEBB) effective 9/1/25 and retirement through the WA State Department of Retirement Systems (DRS).
Job Summary: To teach and educate students according to their educational needs and abilities. Plan, prepare and deliver the lesson. Assess, record and report on the development, progress, and behavior of students. Communicate, consult, and cooperate with other members of the school staff. The work assists the superintendent toward the accomplishment of the mission of the Woodland Public Schools of preparing students for career, life, and college so that they can become a responsible and compassionate citizen. Work is performed under the direction of the principal.
Qualifications:
- Hold a valid Washington State teaching certificate with proper endorsements for assignment
- Well-developed management skills, people skills, and effective communication skills
- Experience in data analysis and instructional design responsiveness to data
- Growth mindset and belief that all children can learn at high levels
- Team player willing to roll up their sleeves to get the job done
- Experience working with diverse students and families, and a commitment to advocating for all children
- Additional endorsements in other subject areas are preferred, but not required
- Candidates will need to demonstrate an ability to use a variety of teaching strategies addressing differing student learning styles, often within the same class setting and blocks of time
- Well-developed management skills, technology skills, people skills, and effective communication skills
- Regular and punctual attendance to carry out the duties and responsibilities of the position to achieve program requirements
- Ability to work with challenging, aggressive, and emotionally disturbed students
- Ability to work with severely handicapped children.
- Sets up a precise behavioral management system for students as required on an IEP
- Regular and punctual attendance to carry out the duties and responsibilities of the position to achieve program requirements
- Preference in the screening of applications will be given to bilingual candidates
- Direct Instruction Programs in Reading/Math
- General Education instructional materials
- ELL
- ADD & ADHD
- Autism
- Dyslexia and associated programs
- Learning Disabilities
- Behavior Disabilities
- Experience employing a precise behavioral management system for students within a positive learning environment
- Use of appropriate disciplinary procedures, establishing clear parameters for student behavior, responding properly when problems occur, and helping students toward self-discipline
- Maintaining of classroom discipline through use of effective classroom management skills
- Individualized Learning - teaching strategies related to the individualized learning needs and developmental stage of students
- Diagnostic instruments and assessments related to both special education and general education
- Technology integration in planning, learning, and record-keeping activities, including IEPs
- Common Core State Standards & Assessments
- The teaching of special education students at the primary levels
- Coordination of a team consisting of staff assistants and/or community resources
- Ability to assess the needs of students, prescribe, and implement effective lessons to meet identified needs
- Writing behavioral objectives based upon students' individual needs
- Employing the procedures of daily continuous measurement for maintaining adequate and current progress records
- Teaching students of varying abilities
- Maintaining appropriate student records
- Communicating student progress to parents, as directed
- Working as an effective member of the grade/content area team, staff, and community to evaluate and improve student learning
- Assistive Technology with students
- Primary role in the improvement of the special education department
- Collaboration and Communication:
- Inclusion model for Special Education students
- Pull out model for Special Education students
- Team Teaching
- Multidisciplinary Team/Student Assistance Team/School-wide Team
- Ability to communicate clearly and effectively in both written and oral form
- Ability to conduct staff in-service training
- Cooperates as a professional team member and performs faculty duties including student supervision
- Possesses enthusiasm toward teaching and student learning
- Gains the respect and confidence of students, parents, and staff through modeling appropriate demeanor, behavior, and attire
- Develops favorable relationships with students; listens to, cares for, and works collaboratively with them
- Relates positively to youth and adults of varying socioeconomic, cultural, and ethnic backgrounds; different learning styles, and various disabilities
- Ability to speak clearly to students, other teachers, parents, and administration officials
- Ability to explain new ideas and unfamiliar concepts with authority and in a clear and concise way so that students can understand and keeps their attention
- Ability to deal with students from different backgrounds and abilities
- Ability to differentiate the curriculum to meet the needs of students
- Ability to engage parents and healthy relationships with students and faculty
- Ability to multi-task in a fast-paced, dynamic environment
- Ability to work independently and as a team member
- Excellent organizational, planning and implementation skills
- Excellent writing, communication and presentation skills
- Strong technology skills - proficiency in Microsoft Office (Word, Excel, PowerPoint)
- Ability to apply knowledge of current research and theory to the instructional program
- Excellent relationship building and communication skills with adults and students alike
Essential Duties and Responsibilities
Establish Strong School and Classroom Culture:
- Cultivate a healthy classroom and school culture, modeling an approach to learning which emphasizes risk-taking, respect, curiosity and constant commitment to quality improvement
- Establish/encourage a culture of flexible and collaborative collegiality in which mission and goals of the school are the foremost focus of all decision making; lead students to handle adversity and ambiguity well
- Thrive in an innovative, reflective culture that demands flexibility and quick adjustments to meet student needs
- Teach high-quality project, problem and/or inquiry-based lessons
- Plan units of study and daily lessons with clear outcomes that students can understand
- Plan with the end in mind using UBD (Understanding by Design) principles
- Plan high-interest, multimedia, fast-paced lessons
- Daily use of formative assessment to guide instruction
- Seek additional knowledge about how to diagnose students’ misconceptions and correct quickly
Collaborate with Colleagues:
- Seek, provide and implement high-quality feedback from/to colleagues
- Collaboration with grade-level and subject colleagues on all common courses taught
- Model a growth mindset and foster continuous learning in students, families and colleagues
- Open classroom doors to colleagues, families and community members
- Observe peers teaching and provide feedback to improve teaching and learning
- Create and support common school-wide systems
- Assist in special projects as needed and other duties as assigned or assumed
- Centering instruction on high expectations for student achievement
- Demonstrate effective teaching practices
- Recognize individual student learning needs and develop strategies to address those needs
- Provide clear and intentional focus on subject matter content and curriculum
- Foster and manage a safe, positive learning environment
- Use multiple student data elements to modify instruction and improve student learning
- Communicate and collaborate with parent and the school community
- Exhibit collaborative and collegial practices focused on improving instructional practice and student learning, work collaboratively with colleagues
- Assists in aligning and modifying instruction and designing intervention strategies
- Plan a program of study that meets the individual needs, interests, and abilities of the students
- Develop lesson plans and instructional material and provides individualized and small group instruction to adapt the curriculum to the needs of each pupil
- Encourage students to set and maintain standards of classroom behavior
- Communicate regularly with parents outside normal classroom day by means of newsletters, notes, phone calls, conferences, etc.
- Diagnose the learning disabilities of students
- Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere
- Recognize and manage conditions which may lead to student control problems
- Establish clear parameters for student “in classroom” conduct and makes these expectations known
- Evaluate pupils' academic and social growth, keeps appropriate records and prepares progress reports
- Create a climate of mutual respect between the teacher and their students
- Develop substitute plans when absent in enough detail for continued learning
- Participate in extracurricular activities such as social activities, sporting activities, clubs, and student organizations
- Participate in department and school meetings, parent meetings
- Develops strategies to decrease the negative effects of cultural barriers, and utilizes students' diversity to enrich the educational experiences of all students
- Using a variety of formal and informal tools and techniques, collects, analyzes, and accurately interprets data to help determine the efficacy of interventions and programs; and modify when necessary
- Participates effectively in student staffing, eligibility meetings, student educational planning, and parent conferences
- Evaluates outcomes of intervention strategies used
- Develops and facilitates implementation of evidence-based prevention curriculum within the classroom setting or in small groups
- Provides meaningful staff development on topics related to behavior management, prevention, and student engagement
- Provides measurably effective parent education on topics related to prevention and child-rearing
- Perform other tasks and assume other responsibilities as assigned by supervisor
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. The employee is directly responsible for the safety, well-being, or work output of other people.
Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
Work Environment:
The noise level in the work environment is moderate to loud.
Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time.
Position Opens Internally: 2/3/2025
Position Closes Internally: 2/7/2025
Position Opens Externally (if necessary): 2/8/2025
Position Closes: Open until filled
If you are hired for this position, you will be required to pay for a background check, unless you have completed the background check in the past two years, and it is on file with the Office of Superintendent of Public Instruction (OSPI).
